Building Oral Reading Fluency with Peer Coaching

Autor/inn/en	Marr, Mary Beth; Algozzine, Bob; Nicholson, Kelly; Dugan, Katherine Keller
Titel	Building Oral Reading Fluency with Peer Coaching
Quelle	In: Remedial and Special Education, 32 (2011) 3, S.256-264 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510362202
Schlagwörter	Intervention; Reading Fluency; Literacy Education; Grade 2; Peer Teaching; Reading Aloud to Others; Program Effectiveness; Reading Difficulties; Elementary School Students; Reading Comprehension; Oral Reading; Pretests Posttests; Correlation + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Peer group teaching; Peer Group Teaching; Reading difficulty; Leseschwierigkeit; Leseverstehen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Korrelation
Abstract	Fluent oral reading is an essential literacy skill, and data suggest that it is a consistent and persistent problem for many elementary school children. Peer-mediated instruction in which students work together to support each other is an evidence-based practice for improving performance in a variety of academic areas. In this study, we investigated the effectiveness of a peer-mediated fluency-building intervention for struggling readers in second grade. The intervention was provided to small groups of students referred to as difficult-to-remediate, treatment resisters, nonresponders, or lower responders in similar research. Oral reading fluency performance for students who received supplemental intervention (n = 17) was statistically significantly better than that for their peers who received only typical classroom instruction (n = 17). The effects of enhanced fluency instruction were evident across multiple benchmarks, and significant relationships were evident between oral reading fluency and comprehension. The authors discuss the findings in the context of similar peer-mediated interventions and the emerging development of targeted interventions to support response-to-intervention practices. (Contains 3 figures and 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10